Using cluster analysis to uncover L2 learner differences in strategy use, will to learn, and achievement over time.  

Oleh:

Hiromori, Tomohito ; Isoda, Takamichi ; Yamamori, Koyo ; Oxford, Rebecca L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: IRAL: International Review of Applied Linguistics in Language Teaching vol. 41 no. 4 (2003), page 381-410.
Fulltext: 41_04_Yamamori_Isoda_Hiromori_Oxford.pdf (192.14KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/IRA/41 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

This study describes transitions over time in the learning strategies used by Japanese seventh-grade students of English as a foreign language (EFL) in relation to the will to learn and English achievement. Based on patterns of change, 81 students were categorized by means of statistical cluster analysis, yielding four clusters (groups) with distinct characteristics. One group frequently used a wide array of learning strategies, displayed a strong will to learn, and had high English achievement. Another group was also high in the will to learn and achievement, although frequent use occurred for only selected learning strategies. The other two groups showed lower achievement in English learning. One of these two groups, despite strong willingness and frequent use of strategies, was characterized by inefficient monitoring of learning. The last group had across-the-board, negative change patterns, including decreases in strategy use, the will to learn, and achievement.

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